Evaluation of imagination education in primary school in the context of teachers' opinions

Yıldıray Aydın

Article Details

Evaluation of imagination education in primary school in the context of teachers' opinions

Authors:

Yıldıray Aydın

Publisher:

Dokuz Eylul University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1275-1296

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340277

pISSN:

1308-8971

Keywords:

Abstract:

 This study examines primary school imagination education in the context of teachers views. Based on this purpose, the research was conducted with a case study, one of the qualitative research designs. The study group of the research consists of 23 teachers working in public and private primary schools affiliated to Karacabey District Directorate of National Education in Bursa Province. The data of the study were collected with the help of structured interviews between June 05-09, 2023, when the Imagination Education Seminar in Primary School was held in the second semester of the 2022-2023 academic year. Inductive content analysis and descriptive analysis methods were used to analyze the data. Ethics committee approval and MoNE research permission were obtained for the research and ethical status was observed in the necessary stages of the research. The results of the teachers opinions showed that the participants definition of imagination was similar to the description in the literature but incomplete. They often defined imagination education in primary school as developing students thinking skills. Most teachers stated that imagination education is not provided in primary schools. Except for one participating teacher, all teachers involved in the study emphasized a positive relationship between imagination and student achievement. It was also found that all the teachers were concerned about imagination education in primary schools and had made individual efforts for this purpose. Combining all these results, it can be concluded that imagination education in primary schools is not as effective as it should be according teachers opinions. In this context, it is recommended that to provide imagination education in primary schools in the desired situation, it should be included in the curriculum, and all teachers working in primary schools should be subjected to theoretical and practical training on this subject.

 This study examines primary school imagination education in the context of teachers views. Based on this purpose, the research was conducted with a case study, one of the qualitative research designs. The study group of the research consists of 23 teachers working in public and private primary schools affiliated to Karacabey District Directorate of National Education in Bursa Province. The data of the study were collected with the help of structured interviews between June 05-09, 2023, when the Imagination Education Seminar in Primary School was held in the second semester of the 2022-2023 academic year. Inductive content analysis and descriptive analysis methods were used to analyze the data. Ethics committee approval and MoNE research permission were obtained for the research and ethical status was observed in the necessary stages of the research. The results of the teachers opinions showed that the participants definition of imagination was similar to the description in the literature but incomplete. They often defined imagination education in primary school as developing students thinking skills. Most teachers stated that imagination education is not provided in primary schools. Except for one participating teacher, all teachers involved in the study emphasized a positive relationship between imagination and student achievement. It was also found that all the teachers were concerned about imagination education in primary schools and had made individual efforts for this purpose. Combining all these results, it can be concluded that imagination education in primary schools is not as effective as it should be according teachers opinions. In this context, it is recommended that to provide imagination education in primary schools in the desired situation, it should be included in the curriculum, and all teachers working in primary schools should be subjected to theoretical and practical training on this subject.

 This study examines primary school imagination education in the context of teachers views. Based on this purpose, the research was conducted with a case study, one of the qualitative research designs. The study group of the research consists of 23 teachers working in public and private primary schools affiliated to Karacabey District Directorate of National Education in Bursa Province. The data of the study were collected with the help of structured interviews between June 05-09, 2023, when the Imagination Education Seminar in Primary School was held in the second semester of the 2022-2023 academic year. Inductive content analysis and descriptive analysis methods were used to analyze the data. Ethics committee approval and MoNE research permission were obtained for the research and ethical status was observed in the necessary stages of the research. The results of the teachers opinions showed that the participants definition of imagination was similar to the description in the literature but incomplete. They often defined imagination education in primary school as developing students thinking skills. Most teachers stated that imagination education is not provided in primary schools. Except for one participating teacher, all teachers involved in the study emphasized a positive relationship between imagination and student achievement. It was also found that all the teachers were concerned about imagination education in primary schools and had made individual efforts for this purpose. Combining all these results, it can be concluded that imagination education in primary schools is not as effective as it should be according teachers opinions. In this context, it is recommended that to provide imagination education in primary schools in the desired situation, it should be included in the curriculum, and all teachers working in primary schools should be subjected to theoretical and practical training on this subject.

 Bu araştırmanın amacı ilkokulda hayal gücü eğitiminin öğretmen görüşleri bağlamında incelenmesidir. Bu amaca bağlı olarak araştırma, nitel araştırma desenlerinden durum çalışması ile yürütülmüştür. Araştırmanın çalışma grubunu, Bursa İli Karacabey İlçe Milli Eğitim Müdürlüğüne bağlı resmi ve özel ilkokullarda görevli olan 23 öğretmen oluşturmaktadır. Araştırmanın verileri, 2022-2023 eğitim öğretim yılı ikinci dönemi İlkokulda Hayal Gücü Eğitimi Seminerinin yapıldığı 05-09 Haziran 2023 tarihleri arasında yapılandırılmış görüşmeler yardımıyla toplanmıştır. Verilerin çözümlenmesinde tümevarım içerik analizi ve betimsel analiz yönteminden faydalanılmıştır. Araştırma için etik kurul onayı ve MEB araştırma izni alınmış ve araştırmanın gerekli olan aşamalarında etik durum gözetilmiştir. Bulgulardan elde edilen sonuçlara göre katılımcıların hayal gücü tanımını alan yazında geçen tanıma benzer ama eksik yaptıkları belirlenmiştir. Özelde ilkokulda hayal gücü eğitimini ise sıklıkla, öğrencilerin düşünme becerisini geliştirmek olarak tanımlamışlardır. Öğretmenlerin çoğunluğu ilkokulda hayal gücü eğitiminin verilmediği yönünde görüş belirtmiştir. Bir katılımcı dışında öğretmenlerin tamamı, hayal gücü ile öğrenci başarısı arasında olumlu bir ilişkinin varlığına dikkat çekmiştir. Ayrıca öğretmenlerin tamamının ilkokulda hayal gücü eğitimini önemsedikleri, bunun için bireysel olarak performans gösterdikleri ortaya çıkmıştır. Tüm bu sonuçlar birlikte değerlendirildiğinde, ilkokulda hayal gücü eğitiminin öğretmen görüşlerinden anlaşıldığı kadarıyla istenilen verimlilikte olmadığı değerlendirmesi yapılmıştır. Bu bağlamda ilkokulda hayal gücü eğitiminin istenilen durumda verilebilmesi için hayal gücünün öğretim programlarına entegre edilmesi ve bu konuda ilkokulda görev yapan tüm öğretmenlerin teorik ve uygulamalı olarak eğitime tabi tutulması önerilir.

Article Details

Evaluation of imagination education in primary school in the context of teachers' opinions

Authors:

Yıldıray Aydın

Publisher:

Dokuz Eylul University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1275-1296

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340277

pISSN:

1308-8971

Education

Primary school

Imagination

Classroom teacher.Eğitim

İlkokul

Hayal gücü

Sınıf öğretmeni

Issues

Article Details

Authors: Yıldıray Aydın

Publisher: Dokuz Eylul University

Main Topics: Alan Eğitimleri (Diğer)

Journal: Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1275-1296

Document Type: Article

Publication Date: 4/2025

Document Language: Turkish

Document ID (Org No.): 2001340277

pISSN: 1308-8971

Issues

Authors:

Yıldıray Aydın

Publisher:

Dokuz Eylul University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1275-1296

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340277

pISSN:

1308-8971